Tag Archives: student engagement

RAISE 2019- The impact of student engagement

Dates: 4-5 September 2019
Location: Newcastle University, UK

Delegate registration is open for the Researching, Advancing & Inspiring Student Engagement (RAISE) Conference.

Student participation is particularly welcomed (students pay a very low fee). This year there is a two day format  but this is followed by a Development Day on the 6th with workshops and SIGS at the same venue.

The conference aims to offer a forum and platform showcasing practice and research about, student engagement (SE) and working in partnership. Staff in all roles, all students, and others interested in university and college higher education are welcome.

There are over 100 presentations and keynotes from Cathy Bovill, Brice MacFarlane and Colin Bryson.

There is still capacity for posters (those accepted will benefit from the presenter discount).

For full details of the programme and to register http://www.raise-network.com/events/conference-2019/ 

Note the early bird rate ends on May 30th and the final date for registration is June 30th.

Contact for any queries or proposals for poster submissions (send a 300 word max abstract): raise@ncl.ac.uk

Join the email list to keep up to date on Conference and other RAISE news.

UKAT Annual Conference 2018 – Workshop: Academic Advising for PGT students

Workshop : Academic advising for taught postgraduate students: an exploratory study

Jane Fearon, Alison McCamley and Anna Wawera – Sheffield Hallam University

There had been an institution consideration of how little was done at PGT level. A small exploratory study with students interviewing other students on transition to create some scaffold for PGT support was run.

Development of: Transition support; Personal tutoring and personal development planning; Employability skills; academic literacies and study skills; English for academic/specific purposes; and academic and social integration. Continue reading UKAT Annual Conference 2018 – Workshop: Academic Advising for PGT students

UKAT Annual Conference 2018 – Workshop: Staff and Student perspectives of Personal Tutoring

Workshop: Staff and Student perspectives of Personal TutoringGemma Taylor – University of Derby

MA dissertation research on personal tutoring with a small case study conducted between Jan and March 18 on a UG Programme. Consider student perspective on if the tutorial scheme was fit for purpose and if this enhances the student experience, and for staff to identify any training of changes. Improvement for EDI, widening participation, retention and support. Tutors are frontline for pastoral support; create sense of belonging with relationship with tutor; influence on student engagement; effect on satisfaction, wellbeing and retention rates; development of self-motivation. Continue reading UKAT Annual Conference 2018 – Workshop: Staff and Student perspectives of Personal Tutoring

UKAT Annual Conference 2018 – Workshop: Student perceptions: what is ‘academic support’ and ‘digital academic support’

Workshop 1: Student perceptions: what is ‘academic support’ and ‘digital academic support’ – Andrew Pye – University of Exeter

Peer support scheme has been running for 6 years, based on academic support and led by second year peer leaders. This is formed of group and individual tutorials and they aim to meet 2-3 times a term. The scheme also sees close work with the careers and welfare services. Problem that students do not turn up for tutorials with staff, and if they do turn up they have a quick 5 minutes conversation and leave – how productive was this? Look to offer online support to augment the tutorial system.

Project: Online survey to students based on NSS questions, pastoral system, peer support, online materials and what they might do with new apps. Set up Yammer groups and trialled these. Continue reading UKAT Annual Conference 2018 – Workshop: Student perceptions: what is ‘academic support’ and ‘digital academic support’

UKAT Annual Conference 2018 – Workshop: Losing ‘oneself’: Autonomy and wellbeing in tutorial innovations

Workshop 4: Losing ‘oneself’: Autonomy and wellbeing in tutorial innovationsDr Mark Tymms – De Montfort University – and Prof. John Peters

Human beings can be proactive and engaged, or passive and alienated. There needs to be an understanding of the perception of ourselves as people. Within anything there needs to be an intrinsic motivation as it needs to be for ‘us’. Tutoring can add to the problem that we are trying to remedy. Everyone has innate growth motivations creating intrinsic motivation, however tutorial systems may not always allow for this to happen. Continue reading UKAT Annual Conference 2018 – Workshop: Losing ‘oneself’: Autonomy and wellbeing in tutorial innovations

UKAT Annual Conference 2018 – Workshop: Building a Tutor and Mentor Support Programme

Workshop: Building a Tutor and Mentor Support Programme at NTU: The challenges of a collaborative approachDr Liam J Duffy – Nottingham Trent University

This workshop was on the building of a support programme and the review of this. The rationale was the ‘success for all’ and to close any attainment and progression gaps. There was the aim and the review of the improvement of target and non-target groups. It was identified that there were different needs in different schools and departments.  It was acknowledged that in most cases,  where there had been BTEC entry students, the school saw an attainment gap. 11 general principles to underpin tutorial systems and to allow for parity across the institution. A curriculum refresh policy says they will train staff so that the tutorial system will underpin a personalised learning journey for students. Students need to be consulted for what they need, like and want. Students fed back that the worse tutorials saw no relationship with the personal tutor as previous meetings were forgotten and tutors did not engage in learning about their tutees, their needs and their aims within the course. There was a consideration that there might be an issue that academics are hired on the basis of their research profile with limited consideration of whether they can be a tutor and engage with students. Should personal tutoring go to a specific member of staff specifically trained and experienced rather than academics? Can student focus be a risk to academic careers? There are no KPIs for personal tutors on tutorials – and how might the introduction of this engage and encourage the development of a more meaningful tutor/tutee relationship?

UKAT Annual Conference 2018 – Workshop: Academic Mentoring – engaging students in purposeful conversations

Workshop 2: Academic Mentoring – engaging students in purposeful conversations – Alison Braddock and Michael Draper – Swansea University

SAILS – Swansea Academy of Inclusivity and Student

Personal tutoring was revised to use a mentoring approach for students’ academic development and support

Why: There had been rapid growth of the University, and an increase in the demand for student support – wellbeing and academic. The University was aware of staff limitations in regards to understanding of wellbeing and mental health issues. As a result a bottom up initiative was generated by senior staff that began with a visioning day with a range of staff to identify university wide issues and challenges. It was identified that there was the need for teaching and learning and co-creation with students, improved student engagement, additional academic and pastoral support, and that in the past personal tutors had a check list of what to work through in tutorials rather than have student led meaningful conversations Continue reading UKAT Annual Conference 2018 – Workshop: Academic Mentoring – engaging students in purposeful conversations

Module Evaluation Results

How and when are results of Module Evaluations received by Academic Staff?

Each module should be evaluated every time it is delivered using the University’s module evaluation system, EvaSys. The results are usually sent to Academic staff via email in the form of PDF attachments, and this is done in one of two ways;

  1.  The survey is set up by local Professional Services staff to automatically send the PDF results upon closure of the survey. This option can be selected during the creation of the survey.
  2.  Local Professional Services staff manually send the results in PDF format from within the EvaSys system at an agreed time. This option can be used if the automatic dispatch is not selected during survey setup.

In both instances the timing of the surveys and the receipt of results should be agreed within the academic unit, paying particular attention to survey close times to allow for discussion of results with senior colleagues if required.

More information regarding Module and Stage Evaluations is available on our webpages

The Policy on Surveying and Responding to Student Opinion details who is entitled to see results of Module Evaluations.

UKAT Annual Conference – Blog 1 – Keynote Speaker

Keynote: The case for collaborative care – Brett McFarlane  University of California – Davis

This discussed what is the true meaning of student success (is this retention rates or individual achievement), and how there should be Collaboration – work jointly on an activity or project; and Care – a provision of what is necessary; as well as considered attention and consideration to avoid damage or risk.

True collaboration: is based on shared ownership and vision, as well as shared resources. This should be based on the goals and outcomes of what the student wants to achieve – ‘theirs’ rather than the ‘institutional’ goals and outcomes allowing graduates to be happy with their experience. This will also support the improvement of social mobility and the achievement gap.

Research tells us: that relationships matter; that the frequency of advising matters – with the aim of improved satisfaction and learning; students need ‘cultural navigators’ – hidden curriculum, advice on who to see for what, the avoidance of assumption of what students ‘might’ or ‘should’ know, to enlighten students; and the connections with learning .

Barriers: These include a lack of agreement in what student success means; that nobody wants to ‘own’ student success; there is a failure to utilise prior research and literature; some institutions have a lack of formal training structures; and that there are some disaggregated and outdated technology systems

Moving forward: There is a need to consider process mapping in regards to what does the student actually need; some work is needed with function mapping and the definition of the staff involved and what their role is in the process; there is a need for a single shared communication structure to clearly articulate the student journey for ‘all’ to access; an obvious need for collaborative goals and outcomes that benefit the student, and in the long term the institution. We need to focus on building trust, involving students,  and to celebrate success. Continue reading UKAT Annual Conference – Blog 1 – Keynote Speaker

Boosting ISB Response Rates

The International Student Barometer is currently open and, as with any survey, there are actions that could be taken to help boost response rates.

Mobile Devices

Actively encourage completion using a mobile device. Most people have at least one mobile device and the ISB Survey can be completed on any device by following the personalised link emailed to students. Wireless access is being continuously improved across campus (as a result of student feedback!) which should make this really easy and convenient.

If possible arrange dedicated information sessions or set aside a brief amount of time at the start or end of timetabled sessions for students to complete surveys on their own devices.

Engage Students

Task student ambassadors or stage reps with encouraging their cohort to take part in surveys by posting on School/Programme social media. Encouraging discussion among student cohorts may lead to positive suggestions for improvement. Announcements could also be made on Blackboard community or module pages.

For all internal and external surveys it is important to ensure examples of improvements made both in house and across the wider University in response to results are communicated to students. Try to highlight what has been achieved at local level in response to past surveys of any kind and direct students to the ‘You Said We Did‘ webpage for examples of how student feedback has helped shape the student experience.

Prizes to be won!

Don’t forget to remind students that in return for their valued opinions, all respondents are entered into a prize draw (see terms and conditions). In 2017, the prizes include:

  • 1st Place prize: 5-inch iPad Pro (one available to win)
  • 2nd Place prizes: iPad mini 4 (two available to win)
  • 3rd Place prizes:£20 Amazon gift card (20 available to win)

What does it matter anyway?

The Student Voice is an essential component of how the University does business. We need to hear about student experiences and work with students to improve the student experience for them and for future students. While feedback can be gathered in other ways such as through Student-Staff Committees, student surveys give the opportunity to capture data that can be compared easily between academic years and stages. Positive and negative responses are equally as important as we need to know what we do well so it can be rolled out as best practice, and where we can improve to help students have the best experience possible.

The higher the response rate to a survey, the more representative the findings should be.

If you have any queries regarding the ISB or any examples of efforts to boost response rates you would like to share please contact us.